Elementary Principal of Academic Interventions and Achievement
The Elementary Principal of Academic Interventions and Achievement is responsible for overseeing the development and implementation of a data-driven, needs-based, and strategic intervention program for all students in the Elementary Center. The Elementary Principal of Academic Interventions and Achievement directly supervises Reading Specialists and Academic Interventionists at the Elementary Center and will collaborate with other administrators and classroom teachers in order to schedule appropriate interventions at appropriate times. The individual fulfilling this role is also responsible for regular communications with families, staff, and students about individual student progress. Responsibilities include those listed below as well as other duties as assigned by the Superintendent. |
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Position: |
Elementary Principal of Academic Interventions and Achievement |
| Organization: |
Lehighton Area School District |
| Location: |
Lehighton, PA
United States
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| Salary: |
Per Act 93 Contract and dependent upon experience |
| Posting Start Date: |
4/23/2025 |
| Date Posted: |
4/23/2025 |
| Requirements |
Responsibility Category #1: Data Management and Analysis
- Identify clear processes for universal screening, which will be used to identify students who need additional support.
- Establish a progress monitoring process and data collection procedures, including entrance and exit criteria.
- Assist in analyzing student needs and linking student needs to appropriate interventions for struggling students.
- Assist teachers and all other classroom staff in monitoring individual student behavior for the purpose of increasing knowledge of staff and meeting the emotional and functional needs of the student.
- Collect academic data for the purpose of assisting in the development and delivery of appropriate intervention programs and assess the ability to fade to naturalistic supports.
- Conduct Intervention Team meetings to assist the team in conducting the four major activities in response to students needs:
- Identifies areas of weakness,
- Determines research based interventions, ?
- Determines validated progress, monitoring, tool, and
- Analyzes ongoing progress monitoring data to determine next steps.
- Responsible for maintaining updated electronic files for all students in the SST.
- Oversee data collection including universal screening and progress monitoring at Tiers II and III.
- Reflect on successes and areas of growth, seek to improve performance, and respond to feedback.
- Support the use of multiple sources of data collection to analyze barriers to student achievement and to access, identify and apply to instructional improvement.
- Work with teachers and other administrators to create a school-wide focus on goals for literacy achievement.
- Coordinate the collection of accurate and applicable data relating to student learning and the effectiveness of intervention strategies.
- Support the development of a strategic set of intervention systems/supports and ensure timely access to interventions based on student need.
- Observe students in the instructional environment and help teachers identify appropriate intervention strategies; identify and remove barriers to intervention and assist teachers with the implementation of identified interventions.
- Maintain a variety of detailed records in a variety of written and electronic formats including services provided for students.
- Monitor and maintain student achievement data associated with interventions..
Responsibility Category #2: Personnel Management
- Train and monitor progress and performance of all Interventionists.
- Assist with recruiting and hiring all Interventionists.
- Act as a skillful participant in all aspects of the school, by actively participating in all meetings; advancing the school goals; modeling core norms and definitions of excellence; stepping up when leadership is needed; and mobilizing others to lead.
- Provide on-site staff development to ensure that teachers are knowledgeable about program components and understand the instructional design of how the program meets the standards.
- Assist teachers in the collection and analysis of data to improve student achievement and plan for future instruction.
- Set high expectations and standards for the achievement of students' performance. Support the schools Title I program by offering content and instruction that ensures student achievement.
- Assist staff in providing the best possible learning environment for all students.
- Provide professional development to administrators, teachers, and staff on MTSS.
- Ensure that all Intervention Staff are appropriately and efficiently following a clear schedule.
Responsibility Category #3: Instructional Leadership
- Development of intervention models and processes at a school site, based upon parameters established by the District.
- Meet with instructional support teams at each site to provide professional development and coaching support for intervention implementation.
- Ensure the development, identification, and establishment of interventions at Tier II and III at school site.
- Model and support the in-class implementation of behavioral strategies for the purpose of assisting the student and strengthening coping mechanisms and developing identified skills, reducing disruptive or dangerous behaviors and increasing academic learning and social-emotional skills.
- Provide guidance and support for the effective use of behavioral support tools.
- Provide observations and coaching to assist teachers and others implementing interventions with fidelity.
- Provide individualized, classroom-based and/or team-based support to implement a comprehensive literacy program. This will include the modeling of best teaching practices.
- Facilitate the integration of literacy skills and strategies into classrooms to ensure all teachers are equipped for an advanced level of delivery and instruction corresponding to established state standards and District materials.
- Serve as a resource in identifying appropriate instructional strategies and interventions to improve student achievement for all students.
- Assist teachers in building interactive classroom environments focused on content and instructional strategies that are supportive of student engagement and promote student success.
- Lead District and school administrators in the implementation of RTI, MLSS, balanced assessment, and assessment literacy.
- Support the development of a strategic set of intervention systems/supports and ensure timely access to interventions based on student need.
Responsibility Category #4: Collaboration and Communication
- Guide the school in the development and implementation of intervention, models and framework for student support.
- Establish connections for intervention framework and philosophy to other District initiatives.
- Collaborate with appropriate mental health support team members to design, implement, and when necessary, make minor on-site modifications to behavioral interventions and support plans.
- Engage parents in understanding the intervention plan and empower parents by providing information on how families may incorporate successful techniques within the home setting (as needed).
- Work together on strategic initiatives to address areas of need in the school that they identify together with the administration.
- Support parent involvement in the Title I program through various means including three schoolwide literacy programs during the year.
- Work with the principal and Reading Specialists to create a school-wide focus on goals for literacy achievement.
- Participate in collaborative department meetings to assist in the analysis and utilization of assessment data to improve student achievement.
- Assist with the development and implementation of District policies and procedures related to the three-tier MTSS framework as a method of identifying students for strategic and intensive interventions.
- Collaborate with site staff to integrate research-based interventions for academically and/or behaviorally at-risk students unresponsive to Tier I classroom instruction.
- Collaborate with others (e.g. teachers, counselors, administrators, students, parents, other District personnel, community organizations, etc.) for the purpose of implementing and maintaining services and/or programs.
- Meet and interact with employees and parents/guardians in routine situations, which require tact, discretion, and courtesy.
- Evaluate, make adoption recommendations, distribute, and provide training and supports for intervention curricula and assessments.
- Prepare and deliver reports and presentations on the effectiveness of intervention programs at regular intervals.
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| Status: |
This listing expires on: 4/23/2026 |
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